Date: Wed, 25 Oct 1995 08:14:01 -0500
From: "P.C. Wankat"
Subject: Legg and Freilich paper
It seems very odd to me that the scholarship of teaching does not include a
component of classroom (or lab or other) teaching. One could be promoted
or receive salary increases for the scholarship of teaching and either be a
lousy teacher or not be involved in actual teaching at all. I know of
cases where one or both of these has occurred.
Why not require that the scholarship of teaching be involved with the
actual teaching of students. The scholarship of teaching could then be
evaluated by both peer review (of the papers, software and so forth) and
student evaluations of the teaching. Plus, if we can figure out how to do
it, we can evaluate student learning. This combination would make the
evaluation of the scholarship of teaching much more rigorous than the
current evaluation of research.
Phil Wankat
------------------------------
Date: Wed, 25 Oct 1995 12:11:02 -0500
From: Pat Schroeder
Subject: An Historical Note
Thomas Hope (1766-1844) was the successor to Joseph Black at Edinburgh
University. In "The Playfair Collection and the Teaching of Chemistry at
the University of Edinburgh 1713-1858" published by The Royal Scottish
Museum (Edinburgh, 1978) is this quote.
"There is evidence that Hope was rather embarrassed at his poor record of
research and publication. Certainly his colleague Traill was critical of
this aspect of his work when in Hope's obituary he remarked "It is true
that it is the paramount duty of one appointed to teach a science to make
that his principal object; but this, I humbly conceive, is quite
consistent with the most extensive original research". Hope excused his
unproductiveness in a remarkable written apologia which came into
traill's possession:
[quoting Hope's note} "Those who devote themselves to the science of
chemistry, may be divided into two classes - 1st, Those whose labours are
employed in original researches, to extend our knowledge of the facts and
principles of the science. 2dly, Of those whose business it is, from
university or other appointments, to collect the knowledge into lectures,
to contrive appropriate and illustrative experiments, and devise suitable
apparatus for the purpose of communicating a knowledge of chemistry to
the rising generation, or others who may desire to obtain it. From my
professional situation, I consider myself, as Dr. BLACK had done before,
as belonging to the second class of chemists. I consider my vocation to
be the teaching the science."
It looks like our teaching and/or/versus research discussion has been
going on for a long time.
***************************************************************************
Pat Schroeder
pschroed@jcccnet.johnco.cc.ks.us
------------------------------
Date: Wed, 25 Oct 1995 13:19:25 -0500
From: "Dr. Jose Lage"
Subject: Re: COPY OF PAPERS
I have tried to connect to...
>
> The conference Web page at:
>
> http://www.inform.umd.edu:8080/EdRes/Faculty_Resources_and_Support/
> ChemConference/FacultyRewards/home.html
>
but got 'connection refused by host' several times!
I would appreciate it if someone could send me copies of the papers (I deleted
them by mistake!). Thanks!
--
Jose' L. Lage ph.(214) 768-4172
J. L. Embrey Assistant Professor fax(214) 768-1473
Mechanical Engineering Department email: JLL@SEAS.SMU.EDU
Southern Methodist University www: http://www.seas.smu.edu/~jll
3160 SMU Blvd.
Dallas, TX 75275-0337
------------------------------
Date: Wed, 25 Oct 1995 15:06:46 -0600
From: "M. B. Freilich"
Subject: Re: COPY OF PAPERS
In response to the following, I have tried to forward copies of the four
papers to Professor Lage. Professor, if they arrive safely, let us know so
we don't open the flood gates!!
>I have tried to connect to...
>>
>> The conference Web page at:
>>
>> http://www.inform.umd.edu:8080/EdRes/Faculty_Resources_and_Support/
>> ChemConference/FacultyRewards/home.html
>>
>but got 'connection refused by host' several times!
>
>I would appreciate it if someone could send me copies of the papers (I deleted
>them by mistake!). Thanks!
>
>--
>Jose' L. Lage ph.(214) 768-4172
>J. L. Embrey Assistant Professor fax(214) 768-1473
>
>Mechanical Engineering Department email: JLL@SEAS.SMU.EDU
>Southern Methodist University www: http://www.seas.smu.edu/~jll
>3160 SMU Blvd.
>Dallas, TX 75275-0337
"I am become binary, communicator among worlds." [To paraphrase Dr.
Oppenheimer.]
Mark B. Freilich, Ph.D. Off. Ph. (901) 678 4445
Department of Chemistry Off. Fax (901) 678 3447
The University of Memphis freilichm@cc.memphis.edu
Memphis, TN 38152-0001
------------------------------
Date: Wed, 25 Oct 1995 17:45:04 -0800
From: "Arlene A. Russell"
Subject: Re: Doyle paper
"Scholarship Reconsidered" - Inherent Dangers in its Applications
The screen was relatively quiet for Paper 3. Did this mean there
was substantial agreement with what was being said, or was it because
you were tired of responding after the first two papers? Dr. Morine of
Bemidji State caught the point of my paper in addressing the issue of
collaboration that is home-based. In the 1980's several foundations
provided programs aimed to help faculty at small institutions with
limited resources to achieve scientific advancement by offering them
opportunities to work at a "host" institution. This may help the
individual, but it did little to advance the sciences at the "home"
institution other than to stimulate the faculty member. When you think
of small institution, you shouldn't think of limitations; rather, there
are advantages that come from being small in operating some research
problems.
Doris Kimbrough reinforced our belief that "research is education",
especially as applied to interactions with undergraduate students.
However, let's not be led to the trap that research with graduate
students or postdoctoral associates is not education. It is, and one
hopes that in all interactions - with undergraduates and graduates -
research will be productive and provide scientific discovery. Gail
Meyer described the advantages of this philosophy, and I share this
enthusiasm. (I agree that a dual ranking in C & E News for the CPT
lists of graduates is worthy of study. How about a ranking of number of
graduates in chemistry per 1000 students?)
John Woolcock challenged my comment regarding "innovation in the
classroom". After an initial sentence that I likened to name calling,
he asks about the comparative innovation of microscale chemistry
relative to the discovery of fullerenes, and he prefers the former to
the latter in terms of student learning. I would argue that the
comparison is invalid and would even challenge him to survey employers
regarding their impression of microscale chemistry as preparation for
understanding chemistry and chemical compounds.
Finally, I agree with Brenda Mokijewski wholeheartedly. Good
science education does provide students with the opportunity to engage
in research. Without it we are doomed to repeat only the discoveries of
the past.
Michael P. Doyle
Department of Chemistry
Trinity University
San Antonio, Texas
MDoyle@Trinity.edu
------------------------------